66thth Grade and Global Grade and Global Social Studies Curriculum Social Studies Curriculum

MappingMappingDepew Middle SchoolDepew Middle School

December 4December 4thth, 2008, 2008

Jill Drake, Erie 1 BOCESJill Drake, Erie 1 BOCES

Essential QuestionsEssential Questions

• Why do we “map” our curriculum?Why do we “map” our curriculum?

• How can mapping help us optimize How can mapping help us optimize the potential for our students to the potential for our students to achieve high standards?achieve high standards?

Further Questions to Further Questions to Discuss…Discuss…

• How often do you communicate and collaborate with your colleagues, K-12?

• How much time do you spend introducing new concepts vs. reviewing?

Agenda:Agenda:

•What do we know?What do we know?

•What do we want to know”What do we want to know”

•Curriculum Mapping OverviewCurriculum Mapping Overview

•Begin MappingBegin Mapping

Do You Ever Feel Do You Ever Feel Isolated???Isolated???

The crush…..of our daily events and The crush…..of our daily events and duties keep us from collaborating on duties keep us from collaborating on such obvious and challenging concerns such obvious and challenging concerns as how to teach more effectively……as how to teach more effectively……and so we work consciously and and so we work consciously and unconsciously toward our own goals, unconsciously toward our own goals, within the limitations of what each of within the limitations of what each of us know or do not know.us know or do not know.

Rick Dufour says…Rick Dufour says…

If schools want to enhance their capacity If schools want to enhance their capacity to boost student learning, they should to boost student learning, they should work on building a collaborative work on building a collaborative culture…..when groups, rather than culture…..when groups, rather than individuals, are seen as the main units individuals, are seen as the main units for implementing curriculum, instruction, for implementing curriculum, instruction, and assessment, they facilitate and assessment, they facilitate development of shared purposes for development of shared purposes for student learning and collective student learning and collective responsibility to achieve it.responsibility to achieve it.

Curriculum Mapping and Curriculum Mapping and thetheSchool Improvement School Improvement ProcessProcess

School ImprovementProcess

Curriculum Mapping Process

What is Curriculum What is Curriculum Mapping?Mapping?An on-going process for An on-going process for

– planningplanning– implementingimplementing – reflectingreflecting

on student learningon student learning

Curriculum Mapping

• Is a calendar-based process for collecting authentic curriculum data from classrooms.

• Curriculum Mapping creates a database which records the “operational” curriculum within each classroom throughout the school system.

• It provides the basis for authentic examination of that database.

Why Map?

Mapping provides a framework for the careful Mapping provides a framework for the careful examination of curriculum, including an analysis examination of curriculum, including an analysis for:for:

• GapsGaps• RepetitionsRepetitions• CoherencyCoherency• TimelinessTimeliness• EffectivenessEffectiveness• RelevanceRelevance• Alignment to standardsAlignment to standards• Alignment of content & skills to assessmentAlignment of content & skills to assessment• Potential points of integrationPotential points of integration

Curriculum Mapping……Curriculum Mapping……Process or Product?Process or Product?

• Curriculum mapping is a process that Curriculum mapping is a process that results in tangible products along the wayresults in tangible products along the way

• The products are tools for the next stepsThe products are tools for the next steps• There are There are NO final products – everything final products – everything

will always be under revisionwill always be under revision• The products are simply interim pieces The products are simply interim pieces

along the wayalong the way• Not mapping, mapping, mapping….but Not mapping, mapping, mapping….but

ongoing mapping for inquiry and upping ongoing mapping for inquiry and upping the ante for studentsthe ante for students

What Curriculum Mapping What Curriculum Mapping is… and what it is… and what it is not…is not…

CM CM ISIS a process a processCM CM IS NOTIS NOT a program a programCM CM IS NOTIS NOT a product although it a product although it

produces tangible productsproduces tangible productsCM CM IS A PROCESSIS A PROCESS designed to designed to

address student achievement levels address student achievement levels through teacher collaboration on through teacher collaboration on issues of curriculum and instructionissues of curriculum and instruction

A Map isA Map is NOTNOT a Lesson a Lesson PlanPlan• A map is the summary or paraphrase of the A map is the summary or paraphrase of the

instruction that has or will take place over the instruction that has or will take place over the course of a month in the form of unit name, course of a month in the form of unit name, essential questions, contents, skills and essential questions, contents, skills and assessments. It is the assessments. It is the MACROMACRO picture. picture.

• A lesson plan is the daily delivery of the A lesson plan is the daily delivery of the instruction described in the map. This is instruction described in the map. This is where the artistry and creativity of individual where the artistry and creativity of individual teachers come to life as they make the teachers come to life as they make the curriculum come to life for students. It is the curriculum come to life for students. It is the MICROMICRO picture picture

Types of Types of MapsMaps—What are you —What are you being asked to create?being asked to create?

• Diary Map - Every teacher maps what she - Every teacher maps what she does for some agreed upon period of time.does for some agreed upon period of time.

• Projected Map - Each teacher maps what - Each teacher maps what s/he plans to do for the next month, a s/he plans to do for the next month, a semester or school yearsemester or school year..

• Core Map – Also called a consensus or – Also called a consensus or essential map. A map of what has been essential map. A map of what has been agreed must be taught for that course or agreed must be taught for that course or content area. Core maps are the result of content area. Core maps are the result of a district wide consensus process a district wide consensus process beginning with individual diary maps. beginning with individual diary maps. Core maps replace curriculum guides.Core maps replace curriculum guides.

Bridges the gap between curriculum and assessment!

Lesson Plans

Curriculum Map

GradebookState Assessment Data

What you hope to teach…

What was actually taught…

Formative & Summative

assessments

Summative assessments

(what was actually learned)

What are the three non-negotiable

elements in a Curriculum Map ?

•CONTENT CONTENT

•SKILLS SKILLS

•ASSESSMENTASSESSMENT

ContentContent

Think, “Table of Contents.” Think, “Table of Contents.”

Written using descriptive nounsWritten using descriptive nouns

Focus on the knowledge within the Focus on the knowledge within the disciplinediscipline

Identify specific problem solving toolsIdentify specific problem solving tools

SkillsSkills

Precise skills can be:Precise skills can be:

1.1.AssessedAssessed2.2.ObservedObserved3.3.Described in specific termsDescribed in specific terms

In the maps:In the maps:

Skills contain action verbs (Bloom’s taxonomy Skills contain action verbs (Bloom’s taxonomy wheel)wheel)

Skills are always associated with contentSkills are always associated with content

AssessmentsAssessments

Assessments are demonstrations Assessments are demonstrations of learningof learning

Assessments provide observable Assessments provide observable evidence of performanceevidence of performance

Assessment types should be Assessment types should be varied varied

Other Elements to Add Other Elements to Add Later…Later…• Resources:Resources: textbook sections, periodicals, textbook sections, periodicals,

web sites, field trips, manipulative tools, web sites, field trips, manipulative tools, guest speakers, etc.guest speakers, etc.

• Activities:Activities: more detailed info. pertaining to more detailed info. pertaining to “how” skills were taught via lesson plans.“how” skills were taught via lesson plans.

• Alignment to Standards: Alignment to Standards: usually included in usually included in the content and skills section; however can the content and skills section; however can also be incl. in assessments (i.e., Labs; also be incl. in assessments (i.e., Labs; DBQ’s; Constructed Responses, etc.)DBQ’s; Constructed Responses, etc.)

• Essential Questions: Essential Questions: not incl. in first year!!!not incl. in first year!!!Courtesy of Heidi Hayes Jacobs, Curriculum Designers: www.curriculumdesigners.com

Using Diary and Projected Using Diary and Projected Maps toMaps to Impact LearningImpact Learning

• Review the data from stateReview the data from state assessmentsassessments

Look for celebrationsLook for celebrationsPerform a gap analysisPerform a gap analysisIdentify TrendsIdentify TrendsIdentify targets for growthIdentify targets for growth

• Identify Identify thethe targets for growth targets for growth and and pinpoint specific skill setspinpoint specific skill sets needed for needed for successsuccess

Courtesy of Heidi Hayes Jacobs, Curriculum Designers: www.curriculumdesigners.com

Using the Maps toUsing the Maps to Impact Impact Learning Learning (cont.)(cont.)

• Review maps to determine where and Review maps to determine where and how skills are taughthow skills are taught

• Review timeline to determine when Review timeline to determine when they are taught – identify gaps & they are taught – identify gaps & repetitionsrepetitions

• Make needed changes or revisionsMake needed changes or revisions• Develop goal plan(s) and timeline(s)Develop goal plan(s) and timeline(s)• Develop staff-development plan(s) and Develop staff-development plan(s) and

timeline(s)timeline(s)Courtesy of Heidi Hayes Jacobs, Curriculum Designers: www.curriculumdesigners.com

Core MapsCore Maps

• Also known as consensus or essential Also known as consensus or essential mapsmaps

• Core maps replace district curriculum Core maps replace district curriculum guidesguides

• Are developed through a consensus Are developed through a consensus process that involves all teachers, process that involves all teachers, not a committee or subgroup of not a committee or subgroup of teachersteachers

What Elements Do We Want What Elements Do We Want on Consensus Maps?on Consensus Maps?

• ContentContent

• SkillsSkills

• Benchmark Assessments onlyBenchmark Assessments only

• Aligned standardsAligned standards

• Essential questions should come laterEssential questions should come later

No lesson plans or teacher made No lesson plans or teacher made assessmentsassessments

Consistency vs. Consistency vs. FlexibilityFlexibility

• A district must determine where A district must determine where consistency in the curriculum delivered is consistency in the curriculum delivered is critical for the success of their studentscritical for the success of their students

• On the other hand, a district must On the other hand, a district must determine where flexibility in the curriculum determine where flexibility in the curriculum delivered is just as important for the delivered is just as important for the success of their studentssuccess of their students

• Each discipline presents different Each discipline presents different considerations when coming to consensus considerations when coming to consensus on what needs to be consistent across the on what needs to be consistent across the grade level classrooms and what should be grade level classrooms and what should be flexibleflexible

DifferentiationDifferentiation

• Happens at the lesson level…not at the Happens at the lesson level…not at the map levelmap level

• Content and skills need to be the same Content and skills need to be the same for all studentsfor all students

• The differentiation reflects the The differentiation reflects the modifications that need to be made to modifications that need to be made to the content and skills for specific the content and skills for specific studentsstudents

• Differentiation should be based on data Differentiation should be based on data

Facts about MC…Facts about MC…

• Proven useProven use increases student achievementincreases student achievement• Provides students aProvides students a seamlessseamless journey in their total journey in their total

K-12 experienceK-12 experience• Generates a vital database of current curriculum Generates a vital database of current curriculum

information allowing forinformation allowing for datadata driven decision driven decision makingmaking

• DocumentsDocuments the operationalized curriculumthe operationalized curriculum• Results in internal curriculumResults in internal curriculum alignmentalignment• Results inResults in alignment alignment between and among grades between and among grades

and departmentsand departments• Documents alignment to district and stateDocuments alignment to district and state

standardsstandards

Common Teacher Common Teacher Concerns…Concerns…

1.1. Is mapping the “professional development Is mapping the “professional development dudu jourjour”?”?

2.2. How will the maps be used?How will the maps be used?3.3. Who will see the maps?Who will see the maps?4.4. Will the maps be used for teacher evaluation?Will the maps be used for teacher evaluation?5.5. How will my peers react to my maps?How will my peers react to my maps?6.6. Does my name need to be on the map?Does my name need to be on the map?7.7. Where will we find the time to map?Where will we find the time to map?8.8. I already do lesson plansI already do lesson plans9.9. Where is the research on the impact of mapping Where is the research on the impact of mapping

on student achievement?on student achievement?10.10.Where will I find the time?Where will I find the time?

Vision Skills+ + Incentives + Resources + ActionPlan = Sustainable

Change

Skills + Incentives + Resources + Action Plan = Confusion

Vision + Incentives + Resources + Action Plan = Anxiety

Vision Skills+ + Resources + Action Plan =Resistance

Vision Skills+ + Incentives + Action Plan = Frustration

Vision Skills+ + Incentives + Resources = Treadmill

Courtesy of Curriculum Mapper

Curriculum Mapping Curriculum Mapping ResourcesResources• Getting Results With Curriculum Mapping. Getting Results With Curriculum Mapping.

Heidi Hayes Jacobs. ASCD (2004)Heidi Hayes Jacobs. ASCD (2004)

• Mapping the Big Picture : Integrating Mapping the Big Picture : Integrating Curriculum and Assessment K-12. Curriculum and Assessment K-12. Heidi Heidi Hayes-Jacobs. ASCD (1997)Hayes-Jacobs. ASCD (1997)

• www.curriculumdesigners.comwww.curriculumdesigners.com Heidi’s Site Heidi’s Site

• www.curriculummapping101.comwww.curriculummapping101.com Janet’s Janet’s SiteSite

Special Thanks to…Special Thanks to…

• Ed Hazen, Dunkirk City School Ed Hazen, Dunkirk City School DistrictDistrict

• Steven Graser, Erie 1 BOCESSteven Graser, Erie 1 BOCES